• Find a box you can use as a caja mágica (magic box), as Sra. Alicia did in an earlier episode. Place a number of small items in it, and review counting up to ten with the objects you have selected. Have the students count along with you.

• Do a quick color review by asking students to toca algo rojo (touch something red), toca algo azul (touch something blue), and so on with the other colors they have learned.

• Review students’ knowledge of the terms grande (big) and pequeño (small), using objects or images.

After Showing the Video

• Throughout the week, sing “Diez iguanas” just as Sra. Alicia did in the video. For variety, you can sing “Diez gatitos” (“Ten Little Cats”) or “Diez perritos” (“Ten Little Dogs”).

• Play the game ¿Cuál falta? (“What’s Missing?”) as Sra. Alicia did on the video, but substitute numbers for colors. For example, show students a sequence of numbers such as “3, 4, 5, 6.” Then, remove one number and ask students ¿Cuál falta? They should respond in Spanish with the number that is missing.

• In this lesson, Sra. Alicia introduces un salto pequeño (small jump). Ask students if they can guess what a big jump would be (un paso grande).

In English, the words for a command (such as “jump!”) and the noun that goes with it (“jump”) are frequently one and the same. In Spanish, however, the two words often have different forms. Thus, Sra. Alicia directs students to salta when she is giving the command to jump. But when she is saying “one big jump” it is un salto grande.

Extension Activities

• Play Busca, Busca (Look For, Look For). This is a simple activity to do to practice the colors when you have a few minutes to fill. Tell students you are going to see who can find various colors throughout the classroom. The format is as follows:

Choose one student at a time to be the searcher.

You will sing to the tune of “Twinkle, Twinkle, Little Star,” Busca, busca algo rojo, busca, busca algo rojo. (Look for, look for, something red…Or use another color.) The student must go to something of that color and touch it. You can reinforce the language by asking them, ¿Qué color es? so that they must repeat the color name. If they have touched something of the wrong color, you can look to the rest of the class and ask them, ¿Clase—es rojo? (Class—is it red?) If the answer is no, ask the class, ¿Qué color es? Play until you have reviewed the colors several times.

Teaching Tips

• Preview the video before showing it to students and familiarize yourself with the content and the vocabulary. Note at what points students are expected to respond and what the response should be.

• Model the learning by singing and responding along with the class.

• If you are not a Spanish speaker you will hear more phrases in the video than are in the vocabulary list. These will be targeted vocabulary in later lessons. Focus on the words and commands in the vocabulary list. (You can read the transcript of the program if you want to know specifically what is being said throughout, but you should not share the transcript with students.)

• If you have Spanish-speaking students in your class, have them share a few words with the rest of the class or help answer any questions that students have afterwards.

• If you haven’t already read the Introduction to ¡Arte y más!, go back and do so.

Learning Indicators

NM.IL.1 I can recognize some familiar words and phrases when I hear them spoken.

NM.IL.2 I can recognize and sometimes understand basic information in words and phrases that I have memorized.

NM.IC.3 I can answer some simple questions.

NM.IL.3 I can recognize and sometimes understand words and phrases that I have learned for specific purposes.